References
- Bakos, S., Landerl, K., Bartling, J., Schulte-Korne, G., & Moll, K. (2017). Deficits in letter-speech sound associations but intact visual conflict processing in dyslexia: Results from a novel ERP-paradigm. Frontiers in Human Neuroscience, 11, 1–16. doi:10.3389/fnhum.2017.00116
- Brysbaert, M., & New, B. (2009). Moving beyond Kucera and Francis: A critical evaluation of current word frequency norms and the introduction of a new and improved word frequency measure for American English. Behavior Research Methods, 41, 977–990. doi:10.3758/BRM.41.4.977
- Castles, A., & Nation, K. (2006). How does orthographic learning happen? In S. Andrews (Ed.), From inkmarks to ideas: Challenges and controversies about word recognition and reading (pp. 151–179). London, UK: Psychology Press.
- Cedrus Corporation. (2014). SuperLab Pro (5.0). San Pedro, CA. Retrieved from www.superlab.com
- Conrad, N. J. (2008). From reading to spelling and spelling to reading: Transfer goes both ways. Journal of Educational Psychology, 100(4), 869–878. doi:10.1037/a0012544
- Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18, 5–21. doi:10.1080/10888438.2013.819356
- Frishkoff, G. A., Perfetti, C. A., & Westbury, C. (2009). ERP measures of partial semantic knowledge: Left temporal indices of skill differences and lexical quality. Biological Psychology, 80, 130–147. doi:10.1016/j.biopsycho.2008.04.017
- Frith, U. (1980). Unexpected spelling problems. In U. Frith (Ed.), Cognitive processes in spelling (pp. 495–515). London, UK: Academic Press.
- Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. Patterson, J. Marshall, & M. Coltheart (Eds.), Surface dyslexia, neuropsychological and cognitive studies of phonological reading (pp. 301–330). London, UK: Erlbaum.
- Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing, 27, 1703–1743. doi:10.1007/s11145-014-9517-0
- Joshi, R. M., Treiman, R., Carreker, S., & Moats, L. C. (2008 /2009). How words cast their spell: Spelling instruction focused on language, not memory, improves reading and writing. American Educator, 32(6–16), 42–43.
- Lervag, A., & Hulme, C. (2009). Rapid automatized naming (RAN) taps a mechanism that places constraints on the development of early reading fluency. Psychological Science, 20, 1040–1048. doi:10.1111/j.1467-9280.2009.02405.x
- Martin-Chang, S., Ouellette, G., & Madden, M. (2014). Does poor spelling equate to slow reading? The relationship between reading, spelling, and orthographic quality. Reading and Writing, 27, 1485–1505. doi:10.1007/s11145-014-9502-7
- Moll, K., & Landerl, K. (2009). Double dissociation between reading and spelling deficits. Scientific Studies of Reading, 13, 359–382. doi:10.1080/10888430903162878
- Ouellette, G., Martin-Chang, S., & Rossi, M. (2017). Learning from our mistakes: Improvements in spelling lead to gains in reading speed. Scientific Studies of Reading, 21, 350–357. doi:10.1080/10888438.2017.1306064
- Perfetti, C. A. (1992). The representation problem in reading acquisition. In P. Gough, L. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 145–174). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
- Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383. doi:10.1080/10888430701530730
- Perfetti, C. A., & Hart, L. (2001). The lexical basis of comprehension. In D. Gorfien (Ed.), On the consequences of meaning selection (pp. 67–86). Washington, DC: American Psychological Association.
- Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 189–213). Philadelphia, PA: John Benjamins Publishing Company.
- Schrank, F. A., McGrew, K. S., & Woodcock, R. W. (2001). Assessment service bulletin number 2: WJ III technical abstract. Itasca, IL: Riverside Publishing.
- Share, D. L. (2004). Orthographic learning at a glance: On the time course and developmental onset of self-teaching. Journal of Experimental Child Psychology, 87, 267–298. doi:10.1016/j.jecp.2004.01.001
- Wilkinson, G. S. (1993). The wide range achievement test: Manual (4th ed.). Wilmington, DE: Wide Range.
- Wilkinson, G. S., & Robertson, G. J. (2006). Wide range achievement test–fourth edition. Lutz, FL: Psychological Assessment Resources.
- Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III test. Itasca, IL: Riverside Publishing.